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Objectives: We determined whether social fragmentation, which is linked to the concept of anomie (or normlessness), was associated with a decreased likelihood of willingness to walk for exercise., Methods: Data were collected from mothers and fathers of 630 families participating in the Quebec Adipose and Lifestyle Investigation in Youth Cohort, an ongoing longitudinal study investigating the natural history of obesity and insulin resistance in children. Social fragmentation was defined as the breakdown of social bonds between individuals and their communities. We used log-binomial multiple regression models to estimate the association between social fragmentation and walking for exercise., Results: Higher social fragmentation was associated with a decreased likelihood of walking for exercise among women but not men. Compared with women living in neighborhoods with the lowest social fragmentation scores (first quartile), those living in neighborhoods in the second (relative risk [RR] = 0.91; 95% confidence interval [CI] = 0.78, 1.05), third (RR = 0.83; 95% CI = 0.70, 1.00), and fourth (RR = 0.80; 95% CI = 0.65, 0.99) quartiles were less likely to walk for exercise (P = .02)., Conclusions: Social fragmentation is associated with reduced walking among women. Increasing neighborhood stability may increase walking behavior, especially among women.

Objective: To determine the extent to which active transportation (AT) to and from school is associated with changes in body mass index (BMI) from kindergarten (6-year-olds) through grade 2 (8-year-olds)., Methods: The sample included 1170 children (50.4% of baseline participants) who were part of the Quebec Longitudinal Study of Child Development (QLSCD), a birth cohort established in 1998 in Quebec, Canada. Data were collected by trained interviewers using structured interviews and measuring height and weight in the home with the person most knowledgeable about the child's health. Relative weight was operationalized as age- and sex-adjusted BMI Z-scores., Results: Growth curve analyses showed that using AT to and from school both when in kindergarten and in grade 1 was predictive of a lower BMI Z-score (coeff=-0.18, SE=0.09, p=0.05) in grade 1. Using AT to and from school in kindergarten, grade 1, and grade 2 was predictive of a lower BMI Z-score (coeff=-0.30, SE=0.098, p=0.003) in grade 2. No other covariates were predictive of relative weight across time, although having an overweight or obese mother was associated with a BMI Z-score of 0.39 (SE=0.07, p<0.001) across all time points., Conclusion: Sustained AT is associated with more healthful trajectories of BMI across the early school years.

Objective: The purposes of this study were to describe the prevalence of modes of transportation to school and to identify socioeconomic correlates., Methods: Proportions of students using different modes of transportation were estimated among a population-based sample of 3613 youth aged 9, 13, and 16 years who participated in the 1999 Quebec Child and Adolescent Health and Social Survey., Results: Weighted analyses showed significant differences in the use of different modes of transportation to and from school across socioeconomic groups. For example, 40.3%, 15.2%, and 13.0% of 9, 13, and 16 year olds walked to school. In addition, 1.2%, 11.3%, and 13.8% of 9, 13, and 16 year olds used public transportation whereas 33.1%, 51.2%, and 55.6% of 9, 13, and 16 year olds took the school bus to school; 14.3%, 7.3%, and 5.0% of 9, 13, and 16 year olds were transported by car; finally, 10.7%, 14.1%, and 11.7% of 9, 13, and 16 year olds indicated they used multiple modes of transportation. Girls, higher income of children, children of immigrants, and rural-dwelling children were less likely to walk to school., Conclusion: Findings indicate that there are differing modes of transportation to and from school across socioeconomic groups.

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age=12.7 [0.5] years at baseline) were compared during and after the ban in seven schools that fully implemented the ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 (SD=5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schools to be active after the ban ended (odds ratio for being active=1.89 [95% confidence interval: 1.39, 2.58]). They also increased the number of physical activities in which they participated (coefficient=4.04; SE=1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.